Exploring Translator and Interpreter Training in the Trinidad and Tobago Context: An overview

Hoyte-West, Antony

doi:10.33919/esnbu.22.1.3

Cited by 3 publications

(1 citation statement)

References 14 publications

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“…In common with the majority of the previous research projects mentioned above (Albury, 2016;Albury & Aye, 2016;Burgess, 2017), a qualitative methodological perspective was adopted. In following this approach, and in common with some of the author's previous studies (for example, see Hoyte-West, 2019, 2022, the analysis was focused on the examination of relevant literature-based resources such as newspapers, academic and government websites, as well as relevant scholarly material such as journal articles. As noted in Hoyte-West (2021), and especially given the constraints -temporal, geographical, and otherwise -imposed by the Covid-19 pandemic, it was intended to provide a good basis for deeper empirical work in the future.…”

Section: Theoretical and Methodological Considerationsmentioning

confidence: 99%

Spanish and Creole: Exploring Aspects of Minority and Minoritised Languages in Jamaica and Trinidad & Tobago

Hoyte-West

2022

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Spanish and Creole: Exploring Aspects of Minority and Minoritised Languages in Jamaica and Trinidad & TobagoAs the two largest countries in the Anglophone Caribbean, the sole official language of both Jamaica and Trinidad & Tobago is English. This status, however, does not accommodate the historical and contemporary multilingualism common to both countries. Mindful of the islands’ colonial past, as well as their geographical proximity to Latin America, the government of Trinidad & Tobago has designated Spanish as the country’s official foreign language, and there have been calls for the same move to be made in Jamaica. Even though Spanish is very much a minority language in both nations in terms of the number of speakers, this move has associated implications for the education sectors. In addition, it has been argued that this mandate also denigrates autochthonous Creole languages, which are spoken widely in both countries but generally have no formal place in education or public life. Accordingly, this preliminary literature-based study examines relevant Jamaican and Trinidad & Tobago policies through the lens of the language policy model originally developed by Bernard Spolsky in 2004, which foregrounds the four interlinked concepts of national ideology, the role of English, a country’s sociolinguistic structure, and minority language rights. Particular attention will be focused on current initiatives regarding the latter, as well as seeking to examine how governmental emphasis on Spanish – given the existence of these local Creole languages – is viewed within the Jamaican and Trinidad & Tobago contexts.Język hiszpański i języki kreolskie: sytuacja języków mniejszościowych i marginalizowanych na Jamajce oraz Trynidadzie i Tobago – rekonesans badawczy Jamajka oraz Trynidad i Tobago to dwa największe kraje anglojęzycznych Karaibów. Choć w każdym z nich język angielski stanowi jedyny język oficjalny, jego status nie uwzględnia wspólnej dla obu krajów historycznej i współczesnej wielojęzyczności. Z uwagi na kolonialną przeszłość wysp, a także geograficzną bliskość Ameryki Łacińskiej, rząd Trynidadu i Tobago ustanowił język hiszpański oficjalnym językiem obcym kraju, a podobne propozycje pojawiły się również na Jamajce. Pomimo że hiszpański w obydwu państwach stanowi bez wątpienia język mniejszościowy pod względem liczby użytkowników, działania te miały istotne konsekwencje dla sektora edukacji. Wśród reakcji pojawiły się także głosy mówiące, że zarządzenie to uderza w rodzime języki kreolskie, pozostające w powszechnym użyciu w obu krajach, nieposiadające jednak formalnego miejsca w edukacji ani życiu publicznym. Niniejsza praca, oparta na dostępnej literaturze, stanowi wstępną analizę polityki Jamajki oraz Trynidadu i Tobago przeprowadzoną przez pryzmat modelu polityki językowej opracowanego przez Bernarda Spolsky’ego w 2004 roku. Model ten wysuwa na pierwszy plan cztery wzajemnie powiązane zagadnienia: ideologię narodową, rolę języka angielskiego, strukturę socjolingwistyczną kraju i prawa językowe mniejszości. Uwaga została zwrócona szczególnie na bieżące inicjatywy dotyczące ostatniego z wymienionych aspektów, a także na zbadanie, jak nacisk władz na naukę języka hiszpańskiego postrzegany jest w kontekście lokalnych języków kreolskich Jamajki oraz Trynidadu i Tobago.

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Section: Theoretical and Methodological Considerationsmentioning

confidence: 99%

Spanish and Creole: Exploring Aspects of Minority and Minoritised Languages in Jamaica and Trinidad & Tobago

Hoyte-West

2022

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On the Trail of the First Interpreters in Early British Colonial Trinidad: An Exploration of Relevant Historical Aspects

Hoyte-West

2023

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With practitioners becoming increasingly of interest to translation historians, this study explores the presence of translators and interpreters in the sociocultural milieu of early British-ruled Trinidad. As an erstwhile Spanish colony with a significant Francophone influence, early 1800s Trinidad was a multilingual entity. The selected case studies track the presence of translators and interpreters at two key contemporary events: the Capitulation of 1797, which established British rule over the island, and the famous 1806 London-based torture trial of the island’s first British governor, Sir Thomas Picton. Adopting a postcolonial lens, the information presented is based on the examination of relevant early nineteenth-century sources. Noting the understudied nature of this geographical area and historical era, the insights outlined in this exploratory study aim to provide a useful starting point for further discussions of the ideological context surrounding translators and interpreters in multilingual colonial Trinidad.

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University-based Training Courses for Literary Translators in the Twenty-First Century: An Overview from the United Kingdom

Hoyte-West

2023

TSTP

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As part of a wider project exploring literary translation in the United Kingdom, the present article profiles the three named postgraduate taught courses focusing exclusively on literary translation which are currently available at universities in the United Kingdom: the MA in Literary Translation at the University of East Anglia (UEA); the MA in Literary Translation Studies at the University of Warwick; and the MA in Audiovisual and Literary Translation at the University of Essex. After providing a concise summary of the situation regarding (literary) translator training in the British context, online sources are used to obtain information regarding the structure and course content of each of the three degree programmes under analysis. The findings are presented, contrasted, and discussed, before some proposals for further research are outlined.

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Exploring Translator and Interpreter Training in the Trinidad and Tobago Context: An overview

Cited by 3 publications

References 14 publications

Spanish and Creole: Exploring Aspects of Minority and Minoritised Languages in Jamaica and Trinidad & Tobago

Spanish and Creole: Exploring Aspects of Minority and Minoritised Languages in Jamaica and Trinidad & Tobago

On the Trail of the First Interpreters in Early British Colonial Trinidad: An Exploration of Relevant Historical Aspects

University-based Training Courses for Literary Translators in the Twenty-First Century: An Overview from the United Kingdom

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